Planning and Evaluating Human Services Programs

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Contents

Preface.....................................................................viiAcknowledgements............................................................ixChapter 1 Overview of the Resource Guide....................................1Chapter 2 Parameters of Program Planning and Evaluation.....................3Chapter 3 Clarification Phase...............................................7Chapter 4 Design Phase......................................................39Chapter 5 Implementation Phase..............................................71Chapter 6 Evaluation Phase..................................................91References and Resources....................................................123About the Author............................................................125

Chapter One

Human services programs exist in many forms and operate in diverse organizations in areas of business, industry, education, government, health care, and other sectors of society. This has been the case for many years; it is a reality at present and, no doubt will be so for years to come. Moreover, human services programs are targeted to a wide range of psychological and educational needs of people from infant, early childhood, adolescent, to adult age groups.

While human service programs are different and diverse in terms of people served, important needs of these populations, and relevant contextual factors, a common core of principles and procedures can be applied across program types, situations, and settings. These principles and procedures can be applied by an individual practitioner, a work group, a multi-disciplinary team, or other configurations of professionals to increase the likelihood that valuable programs will be provided to human beings in need. Most fundamentally, though, these principles and procedures, which are covered thoroughly in this book, are part of the process of the program planning and evaluation, an important, albeit often overlooked, entity of professional practice—no matter what the disciplinary base of the practitioner.

The process of program planning and evaluation is, in essence, what this book is all about. The process is reflected by the gathering, analyzing, interpreting, and using of information so that evaluative judgments can be made about the worth or merit of a program (i.e., for program evaluation purposes). Relatedly, program relevant information can be used for deciding how to place a program in operation so that goals can be attained and needs met (i.e., for program planning purposes). With precise understanding of the process of program planning and evaluation, coupled with skill at application of its principles and procedures, the likelihood is increased that valuable programs will result for people in need.

This book is not a 'cookbook', nor a quick-fix document. Rather, it is a description of the program planning and evaluation process that I have developed over the years, along with the principles and procedures which structure the process. More specifically, the book literally provides guidelines for how to proceed to accomplish four separate, yet interrelated, program planning and evaluation tasks. These are:

1. Clarification of meaningful conditions having to do with program need, context, and the target population to be served.

2. Design of a program, based on the clarification information.

3. Implementation of the program according to its design, with necessary changes made, based on accurate information.

4. Evaluation of the worth or merit of the program as a basis for continuous improvement.

As a result of a thorough understanding of the material contained in this book, you will be able to do the following as a human services practitioner: (a) personally influence the process of program planning and evaluation; (b) recognize variations in the process that have controllable causes so that you can make necessary adjustments; (c) decide what principles and procedures to apply and when to do so; and (d) specify particular methods, techniques, and instrument that can be developed or selected to accomplish the above- mentioned tasks of program planning and evaluation. Your use of the information in this book will not be a straight-forward, linear event. Rather, it is likely to result in some personal frustration, conceptual ambiguity, mastering programmatic thinking, continuous personal improvement, satisfaction from learning a valuable technology for helping others to work toward worthwhile human services programs, and enjoyment.

Best wishes on the journey.

Chapter Two

Table 2.1 is a visual portrayal of the Systems Framework for Program Planning and Evaluation. With a sound, thorough understanding of the framework and its consistent concepts, the likelihood is increased that you will facilitate the provision of valuable programs and services to target populations of people in need and to your professional clients who serve those people.

The Systems Framework for Program Planning and Evaluation (Table 2.1) rests on the notion of a program as seen in its broadest sense, as a configuration of resources—human, technological, informational, financial, temporal, and physical—organized to add value to an individual, group, or organization. In this regard, value-added programs are provided through control and influence of the process of program planning and evaluation, which involves the application of its principles and procedures.

Constituent Concepts of the Systems Framework

The Systems Framework for Program Planning and Evaluation (Table 2.1 matrix) consists of three constituent concepts. These are:

1. Program Level—this is the vertical dimension of the matrix, where three such levels have been delineated (Organizational, Group, Individual).

2. Planning and Evaluation Process—this is the horizontal dimension of the matrix, where four phases of the process have been identified (Clarification, Design, Implementation, Evaluation).

3. Planning and Evaluation Technology—this is represented as the intersection of the vertical dimension and horizontal dimension of the matrix that forms 12 cells. Within each cell, depending on the program level and type, particular methods, instruments and procedures are used.

Each constituent concept is discussed further below.

Program Level

A program is a configuration of resources, organized to add value to an individual, group, or organization. The kinds of resources that are organized are the same for any level of program, although the quantity (volume) of resources will differ by level. The resources for any individual, group, or organizational program will include some combination of the following:

• Human Resources—people who are involved in the program as participants; program implementers; administrators; supervisors; consultants; other stakeholders.

• Technological-—methods used by implementers and participants to facilitate goal attainment; materials such as books, worksheets, and software; equipment; activities; manuals; procedures, etc.

• Informational Resources—information to guide and...